44. Assertion (A) : RSS (Rich Site Summary) is considered as an alternate to the SDI
Service.

Reason (R) : RSS
Feeds enable us to syndicate data automatically.

Codes:

(A) Both (A) and (R) are true.

(B) Both (A) and (R) are false.

(C) (A) is false, but (R) is true.

(D) (A) is true, but (R) is false.

45. Assertion (A) : Majority of academic libraries in India are lagging behind in switching
over as technology-oriented service institutions.

Reason (R) : The
apex academic bodies and library Associations have not taken the lead role to
devise standards and policies.

Codes:

(A) (A) is true, (R) is false.

(B) (A) is false, (R) is true.

(C) Both (A) and (R) is true.

(D) Both (A) and (R) are false.

Read the passage given below and answer the questions
based on your understanding of the passage (Question Nos. 46 – 50):

As the global
information landscape increasingly facilitate the sharing, repurposing and
dissemination of information, the ways in which students are accustomed to
interacting with information resources are also changing. For some new students
to universities, their understanding of referencing is based solely on fear
(McGowan, 2005) and many are familiar wit the basic concept of plagiarism. Some
students bring with them the academic process that served them well at school –
however, these are not suitable at Universities (Chanock, 2008). Students
understand they should not copy words without referencing, but fail to grasp
the reasons why; the reasons are not explicit and often cloaked in unfamiliar
and impenetrable academic language. Pak’s (2003) review of literature proved as
a handy summation of the investigations, research, and thinking about
plagiarism prior to the implementation of various plagiarism detection software
products.

There are three main schools of thought in referencing
and plagiarism discourse. A punitive
approach which focuses on the idea that students often deliberately engage in
plagiarism and that the appropriate response is one of punishment (Blum, 2009; Sutherland – Smith, 2010; Bilic
– Zulle, et. al. 2008). A Restorative Justice approach, however, suggests that
plagiarism is in fact an act against a community (in his case, a community of
students), and that steps need to be taken to restore a level of balance
Wenzel; et. al. 2010; Karp and Conrad, 2005; Karp, 2009; Dickson, etc. al.
2009). An educational approach that

espouses that the best method of reducing plagiarism is to educate and
support students. Marking criteria and assessment tasks should be linked to
building referencing skills (especially in the first year) and ensure that the
students learn these skills in a discipline related context (Jaschik; 2008).
The approach of both the University of Southern Queensland (USQ) and Swinburne
University of Technology is clearly aligned with the third school ofthought.
Students lack proper understanding of the purposes of referencing. For them,
referencing and citing is linked to just words, not ideas (Jackson, 2006), so
referencing is regarded as separate to the writing process, instead of an
integral part. To help students develop good writing and referencing practices,
it is useful if universities help them understand the research culture of
tertiary study. Faculties need to make their referencing rules explicit and
lectures should provide useful exemplars within courses.

46. Understanding of new students on Referencing is
based on

(A) Plagiarism

(B) Fear

(C) Ability to
write

(D) Insatiable
desire to learn

47. An appropriate response to deliberate act of
plagiarism according to punitive school of thought is

(A) to debar
the student from library use

(B) to orient
the student about plagiarism

(C) to award
punishment

(D) to make him
learn about referencing

48. To restore a ‘level of balance’ is
advocated/reflected in

(A) Deterrent
Approach

(B) Reformative
Approach

(C) Punitive
Approach

(D) Restorative
Approach

49. ‘Educational approach’ which aims at reducing
plagiarism should be linked with

(A) Building
referencing skills of the students

(B) inculcating
reading habits of the students

(C) building
students as information literate

(D) ignorance
of the students on methods of social research

50. Lack of understanding of students about
referencing is linked to their

i am presently working as Assistant Librarian & Information officer in Anna centenary Library, Chennai. I have completed my B.Com from Bishop Heber College, Tiruchirappalli. And i have completed my B.L.I.Sc and M.L.I.Sc From Madurai kamaraj University,M.Com in Annamali University.Later I completed my M.Phil in Library and Information Science from Bharathidasan University and get university first rank. I have cleared my UGC-NET exam in December 2009 and As a Professional, first I completed my Training from National Institute of Technology,Trichy. and I worked as a Information Assistant in IMTI,Trichy. Over all I got 3 years of professional experience . My areas of specialization are Library Management, Library Automation, E resources ,Institutional Repository, and Depth Classification.